Agenda

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Agenda for our two sessions on this topic.

Agenda

NECC 2008

e-Learning Summit 2008

Introduction

3:30-3:40

  • Introduce ourselves
  • Assumptions supported by research that we aren't going to go over: inquiry is an effective practice, inquiry connects to digital equity because it is an effective practice that allows students to use technology to create content, there is inequity as defined by the ISTE SIG DE and it is about more than access (the inequities that exist in society are transferred to the use of technology. many are passive not active users of technology).
  • Our "students" will model learning with technology - project based approach and explain the diagram of the lesson and put into perspective of the school year.
  • Participants - time to read their profiles and do a think alone (handout for them to do this on) What's their comfort level with inquiry, their experience with inquiry (particularly in science) - brainstorming "For you as a learner, science inquiry is . . . [write down the first words, feelings, attitudes that come to mind]"
  • Gallery - a think alone that is different than the participants. Half will do theirs on constructivism "Inquiry based science instruction is . . . [write down the first words, felings, attitudes that come to mind]" and half on digital equity "Digital Equity is . . . [write down the first words, feelings, attitudes that come to mind]"
  • Explain the roles of the gallery to do their constructivist checklist and Digital Equity checklist
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10:00-10:20

  • 10:00-10:05 Vivian/Cara Introduce ourselves
  • 10:05-10:10 Cara Jigsaw
    • How do you currently define (a few in each of the 3)
      • Digital Equity
      • Inquiry
      • Technology Integration
  • 10:05-10:20 Vivian Introduce our Purpose
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Lesson

3:40-4:15


3 min - Initial instruction with visual warmup with Vivian's ppt.

5 min - Begin by making a prediction Explain why they've made their prediction

2 min - teacher records their prediction into a google spreadsheet

5 min share with other group members and modify

2 min - change recording on spreadsheet (call out same or change)

5 min - to do the experiment

2 min - students record results on table computer

2 min - what are you learning

2 min - introduce the science concepts/vocabulary of adhesion and cohesion

2 min - Those words are added to the wiki to look up definitions later.

Optional - discuss why people had different results

Optional - discussion standardization of the experiment

Optional - repeat with standardized experiment

Optional - repeat with variables

10:20-10:45

  • Cara Two separate presentations
    • How a teacher from a productivity point of view uses technology to create this learning environment
    • Give examples of how a learner would actually interact with the technology in the learning environment - WE'RE DOING THIS ONE
  • Asssumptions from the creation of the learning environment
  • For each of these have them discuss to help them process throughout
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* Vivian** Making Predictions and Explaining Predictions
    • Vivian Assessment Centered
      • Vivian Two types of assessment summative & formative. Research suggest making frequent feedback and opportunities for revision (i.e. formative).
    • Vivian Knowledge Centered - overlaps with learner-centered (importance of prior knowledge/misconceptions); emphasis on sense making and asking for clarification when it doesn't make sense; engaging in exploration, extension, and metacognition. Not just the math calculations but also . . . Not just the historical facts, but also the processes (primary documents). Not just the scientific facts, but the scientific method and designing the research. Connecting automaticity and higher order thinking skills.
  • Vivian Community Centered: Learner Centered, Assessment Centered, and Knowledge Centered should all be done in the context of community
    • Norms: Okay not to know, learning is done individually and in groups, people learn from one another and continually attempt to improve, the process is important; making mistakes and reflecting on them is part of the process.
      • Cara Technology Linked to 5 Elements of Digital Equity
        • Social networking tools, dunbar's number
        • Community building activities
**
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Conclusion

4:15-4:30


3 min - Everyone returns to think alones: participants reflect on how their thoughts about inquiry have changed by their participation

5 min - 2 participants and 2 gallery people share their responses to the think alone

5 min - responses from the gallery for their checklists

3 min - Conclusions

Q & A

10:45-11:00

  • 10:50 Vivian Return to think pair share - same groups talk about what they've learned and report out to whole
    • Digital Equity
    • Inquiry
    • Technology Integration
  • Cara We record these sharings in the wiki as they are shared
  • 10:58 Vivian Questions and Closing
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